"A particularly creative example of the pinscreen animation technique, this film is about an artist who steps inside his painting and wanders about in a landscape peopled with symbols that trigger unexpected associations. Film without words."

CONTRIBUTOR

SHARE

"The narrative of the piece develops around human communication and mutually supportive relationships. A bright object in the middle of the stage acts as source of knowledge and connecting link between the dancers. This object contains inside a motion sensor (a Wiimote controller) and is used in specific moments by the dancers as a performative object to manipulate audio."

CONTRIBUTOR

SHARE

"Assessment is often viewed as a series of one-off events. This means that learners do not always benefit from feedback, they lack a sense of progress and self-reliance is not encouraged. This project will reconceptualise assessment from the perspective of an assessment career and use this to transform our institution's assessment processes. Like a working career, an assessment career develops through a series of related events that join up to give a coherent and progressive pathway that is self-directed."

(Gwyneth Hughes, Research Portal, Institute of Education, University of London)

CONTRIBUTOR

SHARE

"Ipsative assessment and feedback (assessment and feedback based on comparison with previous performance) describes an approach to assessment that focuses on improvement against past performance rather than grading against set criteria. Commonly used in performance-related disciplines such as music or sport, ipsative assessment enables credit to be given for improvement regardless of achievement (Hughes, Okumoto and Crawford, 2010). Ipsative feedback in turn makes comments on how far the student has travelled from a previous level of performance, which is both more motivational for non-traditional learners and more likely to promote self-regulation in all students.

In a wide range of assessment scenarios, from professional practice (medicine for example) to distance learning, ipsative assessment and feedback could reduce the need for testing and retesting of skills. Instead of 'learning for the test', a process of continuous monitoring and self-regulation could make the acquisition of professional or vocational competences more authentic, rewarding and genuine, and enable tutors to devote more time and effort to mentoring."